Studies On The Systematic Cultivation Of Multi-intelligences From The Perspective Of Middle School Chemistry Teaching

Since its inception,Gardner's multi-intelligence have been widely concerned in the world,and how to characterize and cultivate students' multiple-intelligences is becoming a hot topic in educational research of multi-intelligence.The domestic research on multiple-intelligence is also increasing,but there are two problems through the literature research as follows:(1)In the aspect of concept,too much attention had been paid to the examination of education and the development of students' intelligence was ignored.schools and teachers worked for the college entrance examination baton,and had little motivation for research and application of multiple-intelligence;(2)From the aspect of Technology,the first,freely accepted table is lack;secondly,effective means of training are also rare,thirdly,there is no effective and widely recognized evaluation system.Therefore,based on the characteristics of middle school chemistry teaching,it is extremely important to explore the efficient system for cultivating students' multi-intelligence.This study is aimed at investigating how to find and cultivate students' multi-intelligence in chemistry teaching from the technical level,trying to solve the problem of the inflexibility of representation means,the ineffectiveness of cultivating and the one-sidedness of evaluating.Learning from the existing domestic and foreign multivariate-representation scale,multiple-intelligence questionnaire,classroom behavior observation and after-school topics have been designed based on chemistry teaching,which can characterize the students' multi-intelligence and discover the superiority intelligence.Teaching clips,hierarchical extracurricular exercises and big topic activities had been designed based on the representation,comprehensively cultivating students' mathematical logic intelligence,visual space intelligence,natural observer intelligence and body movement intelligence.The development of students' multiple-intelligence was evaluated from both qualitative and quantitative dimensions through the training process.The system contains three parts including characterization,culture and evaluation.In the established training system,the implementation of the program had been carried out in the first Middle school of Guandu District.Practice was divided into three stages: preparation,implementation and evaluation.In the preparation phase,characterization scale of multiple-intelligence,teaching clips and extracurricular activities theme had been designed.In the implementation phase,the students' high quality intelligence is found based on the triple characterization of the four levels of intelligence,and the learning group is divided according to the findings,which is trained as the training unit.Combining both qualitative and quantitative methods,the development of students' four intelligent had been evaluated multiply in the evaluation stage of the practical effect.The practical results show that the three levels of students' intelligence are scientific and can reflect the four intelligent levels of students.It was found that the four levels of intelligence were improved and the ability to solve the problem was improved,which confirmed that the training mode was valid.Students' multiple-intelligence development was evaluated from the quantitative and qualitative dimensions,the single evaluated method was broken,and more attention was paid to the students' actual process to solve the problem,which is objective.Therefore,it is worth learning and popularizing the cultivation system of students' multiple-intelligences from the perspective of established chemistry teaching.This paper is divided into five parts.The first chapter is the introduction.The main content is to introduce the research background,research objectives and significance,research ideas and methods of the model.The second chapter is the construction of the model,which elaborates the core concept and the constitution of the system,and analyzes the feasibility of the established model from the aspects of technical composition and teaching environment,combining with teaching practice.The third chapter introduces the implementation process of this model,including the three stages of preparation,practice and evaluation.The fourth chapter is the research of practical effect,which uses SPSS quantitatively analysis student academic performance and multiple-intelligence survey data before and after the implementation process,and qualitatively analyses classroom observation records and after-school task completion.The value of the system is evaluated based on the training assessment of students' multiple-intelligence from the both quantitative and qualitative dimensions.Chapter 5 is a summary and improvement proposal,which summarizes the benefits and problems of the training system,and puts forward some feasible suggestions for improvement.